Journal articles on the topic 'Graphic Novels as Topic'
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Bosma, Kari, Audrey C. Rule, and Karla S. Krueger. "Social Studies Content Reading about the American Revolution Enhanced with Graphic Novels." Social Studies Research and Practice 8, no. 1 (March 1, 2013): 59–76. http://dx.doi.org/10.1108/ssrp-01-2013-b0004.
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Graphic novels can contribute to effective content area reading on social studies topics such as the American Revolution. This action research study’s purpose was to examine student recall of facts, enjoyment of reading, and interest in the topic when using graphic novels as compared to illustrated nonfiction prose in social studies content area reading. Twenty-two fifth grade students (13 females, 9 males) in a public school in a Midwestern state participated in the study. Half of the students read about the Boston Massacre and Patrick Henry through graphic novels and read about Paul Revere and the Boston Tea Party with illustrated nonfiction texts, with the other half doing the opposite. The mean number of correct ideas recalled by students two weeks after reading two books in the graphic novel condition was 8.6 compared to 7.1 for the nonfiction prose condition with a medium effect size. Students rated their reading enjoyment significantly higher in the graphic novel condition indicating that graphic novels should be employed more often into the school curriculum. Suggestions for integrating graphic novels into the curriculum are provided along with other ways to take action.
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Holmes, Soline, and Alicia Schwarzenbach. "The “Bane of the Bassinet”? Graphic Novels as Informational Texts." Children and Libraries 18, no. 4 (January 12, 2021): 16. http://dx.doi.org/10.5860/cal.18.4.16.
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Originally, the authors were accepted to present this topic at the 2020 ALA Annual Conference as an Association for Library Service to Children (ALSC) Hot Topic. As the conference was canceled due to the COVID-19 pandemic, information from the presentation was adapted for this article.
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Carlson, Lynette M., Bry Edwards, and Mikiko Aoyagi Nakajima. "Using Graphic Novels to Teach Diversity, Equity, Inclusion, and Social Justice: An Educational Technique." Athletic Training Education Journal 17, no. 4 (October 1, 2022): 262–69. http://dx.doi.org/10.4085/1947-380x-22-009.
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Context The Commission on Accreditation of Athletic Training Education Professional and Residency and Fellowship Standards indicate athletic training students, residents, and fellows must be trained in diversity, equity, inclusion, and social justice (DEI&SJ). Diversity, equity, inclusion, and social justice is a broad, complicated subject. Stereotyping and bias training are 2 topics within DEI&SJ that are important for providing culturally competent health care. Objective To detail a strategy for implementing concepts of DEI&SJ into athletic training education programs. Background As part of the health care team, athletic trainers are at the forefront of access to the medical system. Athletic trainers need to be prepared to service a growing diverse population. Description This learning activity enables athletic training educators to creatively engage students in discussion using graphic novels. This article describes the preparation and delivery methods for using graphic novels to teach stereotyping and bias concepts. Clinical Advantage(s) Integrating graphic novels into a classroom activity allows students the opportunity for open communication with classmates. Interpreting graphic novels may increase patient-centered care by increasing empathy in athletic training students. Conclusion(s) The inclusion of graphic novels into athletic training education using interpretation and open discussion techniques can expose students to complicated topics related to DEI&SJ.
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Schultze, Brigitte. "Textual and pictorial components in the focus: paratext in translated graphic novels." Zeitschrift für Slawistik 63, no. 4 (November 5, 2018): 561–90. http://dx.doi.org/10.1515/slaw-2018-0039.
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Summary In spite of manifold textual-pictorial make-up and remarkably varied meaning making function, paratext is one of the neglected research topics around graphic novels (graphic narrative in general). Even more so, this goes for translated graphic novels. Distinguishing between carrier media of paratext (front and back covers, blurbs) and forms of information (introduction, imprint, appendix), this study starts from describing most characteristic components of graphic novels’ paratext. Different from many articles on graphic narrative, this contribution is not only based on English, French and German, but also on Slavic (Czech, Polish, Serbian) source and target texts. All source texts are internationally respected, prize-winning examples of the genre. Comparative analysis profits from this enlargement of research material: it yields new insight into meaning making contained in or connected with paratext – including target recipients’ privileged position.
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HASIRCI, Baris. "Landscapes in The Graphic Novels of Chris Ware, Gabrielle Bell and Adrian Tomine: Attributes Shared with Woodblock Prints of Kawase Hasui." Journal of Social Research and Behavioral Sciences 8, no. 16 (July 20, 2022): 255–68. http://dx.doi.org/10.52096/jsrbs.8.16.15.
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A common attribute of the graphic novels of Chris Ware, Gabrielle Bell and Adrian Tomine is panels, portraying landscapes that invoke melancholy. The illustration styles are cartoonish yet realistic which lends itself to comedy and tragedy. Some emotional scenes are relayed through illustrations of landscapes that show natural elements such as the sky and trees. They also include elements of modern life such as cars and buildings. By illustrating the timelessness of nature and modern living, these works remind of the woodblock prints of Kawase Hasui. The Shin-hanga prints of Hasui are made with the influence of Impressionism which is influenced by Ukiyo-e. As with the Impressionists, the artists of Shin-hanga presented topics such as landscapes by reflecting fleeting light and the individual experiences they invoke. Hasui represents nature in its quiet glory, mixing it with the everyday which is also in the spirit of the mentioned graphic novelists’ works. This study uncovers the approaches that create the emotional landscape illustrations in graphic novels by determining their common attributes with Shin-hanga. Through the chosen artwork, this discussion aims to contribute to the existing discourse on graphic novels and provide a basis for further understanding of this art form. Keywords: Graphic Novels, Illustration, Landscape Painting, Impressionism, Shin-hanga
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Thornton, Jackie. "Sources: Putting the User First: 30 Strategies for Transforming Library Services." Reference & User Services Quarterly 54, no. 4 (June 19, 2015): 76. http://dx.doi.org/10.5860/rusq.54n4.76.
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Part of the ALA Readers' Advisory Series, The Readers' Advisory Guide to Genre Blends explores the dynamic world of books that combine characteristics of multiple genres. With more than fifteen years of experience in collection development and readers' advisory and her own website devoted to genre blending, author Megan McArdle has both the knowledge and the passion needed to tackle this amorphous topic. More than 420 different titles from adult fiction are listed, and some teen titles, graphic novels, films, and TV shows are also cited.
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TWARK, JILL E. "Approaching History as Cultural Memory Through Humour, Satire, Comics and Graphic Novels." Contemporary European History 26, no. 1 (September 29, 2016): 175–87. http://dx.doi.org/10.1017/s0960777316000345.
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Recent empirical research into humour and memory attests to the fact that people remember better when they perceive a word, phrase or image to be humorous. When the proximity of multiple ethnic groups engenders jokes displaying diverse perspectives and what Henri Bergson described as ‘corrective’ satire, such jokes can help remedy racism and fear of the other. Taking a humorous or satirical stance allows artists and writers to explore alternatives to contemporary reality and to uncover truths overlooked or consciously elided by government and mass media discourse. Such is the case with the recent publications on humour discussed here. Although they vary widely by topic and time period, all focus on how power struggles, oppression and violence are represented by means of humour and satire, as well as by the not necessarily jocular but nevertheless related genres of comics and the graphic novel. Recent historical research demonstrates how these creative genres not only critique political events and figures but also preserve, in a sophisticated cultural format, their readers’ short-term everyday working memory and long-term cultural memory of prejudice, subjugation and mass murder. In these texts the authors spotlight how the primary source creators commented on historical events, incorporated historical artefacts in their works and generated countercultural memories that fill gaps in historical narratives from other sources.
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Muhamadul Bakir, Afeeq Busyra. "Impact of “Socratic Cues” on Young Learners’ Reasoning Abilities of Graphic Novels Through Writing Comprehension." English Teacher 52, no. 1 (June 16, 2023): 1–16. http://dx.doi.org/10.52696/hmfl8301.
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Critical reasoning ability was regarded as an essential skill for the 21stcentury, and it was crucial for pupils to develop this skill beginning from a young age. This research was based on the problem where pupils could not provide critical ideas in writing and could not generate various ideas during their pre-writing stage. This study proposed to improve young learners’ reasoning ability using the Socratic questioning strategy when reading graphic novels in the English Literature classroom. Throughout this research, “Socratic cues” was introduced as a means of assisting pupils in doing their writing tasks and trigger pupils’ reasoning ability regarding a certain topic. This case study adopted a mixed-methods approach in which three instruments were used to obtain triangulated data that included a pre-and post-test, a semi-structured interview, and an observation checklist. The research participants were selected through nonprobability convenience sampling consisting of fifteen pupils from a rural primary school in Negeri Sembilan. The results indicated that using “Socratic cues” had a positive impact on improving all fifteen participants’ reasoning ability through graphic novels. Through the use of Socratic cues, it was evident that pupils felt empowered and engaged in the classroom
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McNair, Jonda C., Deanna Day, Karla J. Möller, and Angie Zapata. "Children’s Literature Reviews: A Splash of Books for Reading and Sharing with Students in Grades K–8." Language Arts 91, no. 5 (May 1, 2014): 377–85. http://dx.doi.org/10.58680/la201425006.
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This column features notable children’s books spanning a number of genres and subgenres (e.g., wordless books, graphic novels). There are varied topics addressed including geographical discoveries, Horace Pippin, Elizabeth Blackwell, friendship, and even bubble gum.
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Bhagoji, Manisah D. "Graphic Novels: An Embryonic Pedagogical Tool for Practical Subjects, Prolific art, and Second language; Substantiating Objectives of NEP-2020." Shodh Sari-An International Multidisciplinary Journal 03, no. 03 (July 1, 2024): 03–12. http://dx.doi.org/10.59231/sari7713.
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Graphic Novels are the latent means of acquiring language skills in terms of acquisition of a second language and creativity in education, if it is brought as a part of syllabi in academics. Many small types of research are conducted on the GNs to find out the popularity of it over textbooks by librarians, using it in the classroom to teach English as a second language amongst Chines elementary pupils, minor research to teach the German Language with GNs, teaching vocabulary with it and so on. With the help of available outcomes of these relevant researches on the topic, the present research paper focuses on and identifies the scope for the pedagogical implications of it in instruction in the present scenario. Along with language skills, GNs introduce a wide range of knowledge of assorted subjects leading to creativity. Language is the predominant part of the GNs to be studied however, the emerging potential skills with the use of it in academics, could be developed by sighting the objectives of the present NEP 2020. Cognitive development is also stimulated with the help of GNs. The creativity in students with GNs has a good scope for skill development. The technicality, organized story, the format, and the illustrations are some of the areas along with the language that attracts the students to it than traditional textbooks. Graphic Novels have never been considered a serious piece of literature but a format. Usage of it in the practical subjects may result in better learning and generating good taught students than that degree holders. According to NEP-2020, the education should be skill-based; considering this objective the GNs exhibit a great amount of scope in learning with efficiency. Using it in the new syllabus for imparting the knowledge and flourishing the skills will prove it to be effective pedagogical means of teaching practical subjects as well.
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McNally, Karen. "Donald Trump, the presidency and the media." European Journal of American Culture 41, no. 2 (June 1, 2022): 105–7. http://dx.doi.org/10.1386/ejac_00066_2.
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This introduction by the editor to the Special Issue on ‘Donald Trump, the Presidency and the Media’ outlines the issue’s theme and articles on the topics of the relationship between Trumpism and a ‘neo-liberal mediascape’, ABC’s 1977 historical miniseries Washington Behind Closed Doors as a prescient warning of the Trump presidency, the representation of Trump in the cataloguing and use of stock music, graphic novels’ depiction of Trump through form and style and cosplay activism drawing on Hulu’s The Handmaid’s Tale as a feminist response to the Trump presidency.
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Petiya, Sean. "A Linked Open Data model for describing comic book sequences: Exploring semantic enrichment opportunities with graphic medicine." Art Libraries Journal 48, no. 3 (July 2023): 74–79. http://dx.doi.org/10.1017/alj.2023.13.
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Applying a Linked Open Data (LOD) approach to modeling the visual structure and content of comic books and graphic novels enables the description of these works to be enhanced through the process of semantic enrichment. This strategy may be particularly impactful for graphic medicine, a non-exclusive genre of comics that communicate medical and healthcare information, including personal stories of illness. However, the metadata for these works may lack references to healthcare-related vocabulary, thesauri or ontology that would more precisely describe their contents. This material may include pages and panels that illustrate specific medical topics, such as symptoms, side-effects or treatments — subjects that often overlap with other healthcare challenges, including mental health and illness. Exploring an LOD approach for describing comics content may potentially enhance the discoverability of this material and its ability to be remixed and reused, and better connected to other information resources.
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Gabel, Aubrey. "Interview with Translator Edward Gauvin." European Comic Art 17, no. 1 (March 1, 2024): 91–125. http://dx.doi.org/10.3167/eca.2024.170105.
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Abstract In this interview, award-winning translator and author Edward Gauvin reflects on his practice as a translator of over four hundred graphic novels, including works by major French comics artists, illustrators, and scriptwriters, such as Gébé, Marjane Satrapi, Alejandro Jodorowsky, Emmanuel Guibert, Joann Sfar, Lewis Trondheim, Zeina Abirached, Christophe Blain, Philippe Druillet, Enki Bilal, Blutch, and so on. He discusses how he approaches the theoretical and practical problems he has encountered as a translator—from well-trodden topics like speech balloon fit to his dynamic understanding of genre fiction. He also offers an insider's perspective on translators’ (often precarious) position within the larger the comics industry and talks about his favourite translations, as well as his current and future projects.
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Rocaciuc, Victoria. "Poetry and short prose illustrations created by visual artist Dumitru Trifan." Arta 32, no. 1 (September 2023): 84–92. http://dx.doi.org/10.52603/arta.2023.32-1.12.
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This article is devoted to the study and analysis of illustrations for poetry and short prose in the works of the graphic artist Dumitru Trifan. The genre of short prose includes short stories, parables, short tales, essays and literary sketches. In the current period of increased dynamism of human activity, short prose acquires new value assessments, which is confirmed by the results of international competitions in this field. Anthologies of short prose, in terms of their richness, complexity and the variety of topics covered, often compete with impressive novels in terms of volume. Just as drawings or short sketches are important for the creative development of artists, so, short prose offers good opportunities for development and growth for writers. Dumitru Trifan illustrated literature of a different nature. The elegance of linear plasticity, the conciseness and the casual operation with the spatial effects of the chiaroscuro decorative configuration determine the originality of the artist’s works. Illustrations for short prose created by the artist are formally and stylistically often close to his satirical graphics or illustrations for other literary genres, such as poetry, etc. The selection and disclosure of interesting of subjects and the chiaroscuro decorativism, combined with author’s original technical principles reveal the axiological side of the artist’s creation.
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Zahavi, Dan. "Manhattan Dynamite and no pancakes: Tradition and normality in the work of Tove Jansson." SATS 19, no. 1 (July 26, 2018): 5–19. http://dx.doi.org/10.1515/sats-2017-3001.
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Abstract It is not uncommon to read the Moomin tales through existentialist lenses. Although there might be natural reasons for focusing on and privileging the nine classical Moomin books, it would, however, be a mistake to overlook Jansson’s comic strips. This is so, not only because of the quality of Jansson’s drawings and because of the way she innovatively worked with and developed that graphic medium, but certainly also because of the stories they contain. When read alongside the books, the comic strips add important aspects and nuances to Jansson’s portrayal of human existence. By allowing herself the freedom to radically change the setting and scenery of the stories, Jansson was able to explore quite different topics than was possible in the novels, and in particular to offer a somewhat different account of the role of customs, normality and tradition.
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Budnyk, Andriy, and Valeriia Lazebniuk. "Visual Transformations of the Images of Dante Alighieri's Poem "The Divine Comedy: Hell" in European Art Practices." Demiurge: Ideas, Technologies, Perspectives of Design 6, no. 1 (May 12, 2023): 41–54. http://dx.doi.org/10.31866/2617-7951.6.1.2023.279035.
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The purpose of the article is to reveal the specifics of transformation of visual language as the artistic reflection on Dante’s images in European art practices, in particular in graphic design. The research methodology requires a comprehensive approach and involves the use of methods of art analysis, an empirical method of gathering theoretical and historical material, a method of comparison and generalization. The research uses general scientific methods, in particular the analysis and systematization of scientific literature on the topic of investigation. The historical-factual method was used to identify historical processes and factors that influenced the development of transformation of the visual language of illustration and other visual practices based on it. The scientific novelty is in conducting a comparative analysis of visual images based on the study of visualization of classical literature works. Interpretation of the images of this classic of world literature is given by a number of artists from Sandro Botticelli to Giovanni Tommasi Ferroni, as well as the presence of images of the “Divine Comedy” in mass and pop cultures are considered: the popularization of Dante, the exploitation of his image in the mass market through graffiti, cartoons, visual novels, websites, profiles in social networks, etc. Methods of adapting Dante’s stylistics for a modern viewer, accustomed to clip products, manifestations of distribution in the most popular social networks, have been determined. Conclusions. The research shows that the unique world of visual language in the illustration and design of book publications is transformed with the help of subjective artistic vision in order to maintain the interest of a modern reader of the pre-classical heritage. As a result of the research, we come to the conclusion that the popularization of the image of Dante in mass culture depends on the individual factor of the world perception of the artist as a creative personality. World classical art becomes the basis for the emergence of new sources of author’s creative approaches to the visual reinterpretation of the achievements of civilization. The process of transformation of the visual language of illustrations as components of graphic design ensures long-term support of the spread of images of the “Divine Comedy” not only in Dante Alighieri’s homeland, but also in the European art landscape.
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Izquierdo, José María. "La Guerra civil española como tema en la novela gráfica actual." Bergen Language and Linguistics Studies 10, no. 1 (December 3, 2019): 11. http://dx.doi.org/10.15845/bells.v10i1.1443.
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The Spanish civil war and its postwar period remain two of the most important historical references of present-day Spain. Along with themes of strictly political nature addressing that period of time and with the negative aspects of the transition to democracy, themes of memory and postmemory (Hirsch 1992 / Liikanen 2015) appear. Both are closely related to – although not only to – the silencing of the victims of the mentioned historical periods. By this, I am referring to the ones defeated and to the next of kin of the disappeared.
Despite the famous affair of the so-called “gentleman’s agreement”, the “amnesia”, the “forgetfulness” or the “silence” of the democratic transition, a variety of narrative works have emerged in recent history; literary works that in various manners have the Civil War and Franco’s posterior dictatorship as topics or common threads in their narrations[1].
The consolidation of a new literary subgenre of hybrid characteristics combining the mode of narration found in novels and the specificities of the comic strip is a novelty in the context of Spanish literature. Although already canonized in the 1970’s in the United States (Eisner, 1978), the subgenre emerged in Spain during the end of the 1990’s. With the turn of the century, a new vision of the Spanish cartoon arrived: it was no longer fundamentally limited to the sphere of children, of satire, or of short comic strips in newspapers. With an expanded format, it began addressing the adult public.
In the selection of graphic novels that I am presenting, there are various narrative strategies and aesthetics elaborated from accounts from the Civil War, and its prolongation in the Second World War, by authors who were not protagonists in the real-life events themselves and whom I include within the wide concept of postmemory. The prevailing ideas in all the texts are as follows: the necessary recuperation of the memory of the Civil War, the presentation of the present as a result of the past and the importance of knowing the points of view of the defeated in order to update the cultural identities of the territorial sphere of the Spanish state
[1] I have already presented one such work during the «Romanist XV» « Escribir de Oídas: Final literature of the memory of the Spanish Civil War and its postwar period” (2012).
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Casserly, Mary F. "Graphic Novels Now." Library Collections, Acquisitions, & Technical Services 30, no. 1-2 (March 2006): 128–29. http://dx.doi.org/10.1080/14649055.2006.10766113.
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Drucker, Johanna. "What is Graphic about Graphic Novels?" English Language Notes 46, no. 2 (September 1, 2008): 39–55. http://dx.doi.org/10.1215/00138282-46.2.39.
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Freedman, Ariela. "Comics, Graphic Novels, Graphic Narrative: A Review." Literature Compass 8, no. 1 (January 2011): 28–46. http://dx.doi.org/10.1111/j.1741-4113.2010.00764.x.
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Hasan, Syeda Nadia. "Comics and Graphic Novels:." Crossings: A Journal of English Studies 8 (August 1, 2017): 68–77. http://dx.doi.org/10.59817/cjes.v8i.124.
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Adapting either comic stories or graphic novels for the big screen with their spate of sequels has proved lucrative for the film industry. A myriad of images have sprung out of this current surge in comic or graphic characters and stories associated with popular demands for an alternative source of entertainment – one that has hitherto been undermined by the mainstream genres. This attraction towards comics and graphic novels has skyrocketed as a recent phenomenon, thanks to Hollywood’s commercialism. Paradoxically, too, the strength of burgeoning fandom is what boosts this industry to generate more profit while the industry itself remains morally equivocal in the way it responds to the committed viewers. But what panders to the endless promotion of entertainment has already been damaging to the core principles of this medium. In capitalist economy movies created based on comics or graphic novels become cultural products. Before reaching the consumers these are intercepted by the intermediary groups, namely the studio conglomerates. Thus the artists’/creators’ rights are violated and talents frequently go unacknowledged. What matters in the process of being so is the devaluation of comics or graphic novels as works of art or aesthetic creations. The premise of this paper is to investigate the nature of graphic novels and how they retain the transcendence of art as the primary function. The secondary role of the graphic novels is not to be ignored, given that numerous examples are available to validate their insightful probing of ideas. The paper will also seek to determine the factors that transform art into mere commodities.
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Kunin, Alexander I. "Popularization of Graphic Novels in Russia and the Role of the Russian State Library for Young Adults in Formation of Loyal Library Environment." Bibliotekovedenie [Russian Journal of Library Science] 69, no. 6 (February 8, 2021): 610–19. http://dx.doi.org/10.25281/0869-608x-2020-69-6-610-619.
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The article presents the attempt to generalize the experience of working with graphic novels (comics, manga, etc.) available in the domestic book sector. The author considers the main stages of development in the historical perspective of forms and methods of popularization and distribution of graphic novels in Russia. At the first stage, formation of the segment of graphic novels in Russia was associated with the development of the festival movement. At the second stage — with the publishing boom and distribution of publications. Later — with work with a reader of graphic novels in libraries. Development of the festival movement was carried out due to the interest, first, in Japanese cartoons (anime) and Japnese graphic novels (manga), and secondly, in American comics and European graphic novels.The author presents the festival movement in the context of the main directions: anime festivals and comics festivals (with special emphasis on the work of the ‘KomMissia’ [ComMission] festival). The article gives general characteristics of these types of festivals and reveals the degree of their involvement in the processes of forming the readership and professional environment at a certain evolutionary stage.Bookstores and public libraries are the traditional operators of book dissemination and popularization of knowledge. The author explains why the integration of graphic novels into these spaces was delayed. The article notes the importance of reader communities in social networks in creating alternative channels for selling the products of publishers of graphic novels. In 2010, the Russian State Library for Young Adults (RSLYA) established the Centre for comics and visual culture, collecting graphic novels and providing methodological assistance to libraries that use graphic novels in their work. At present, it is the Centre for graphic novels and images that provides comprehensive support to libraries. The author highlights the role of the RSLYA as a methodological centre for library services to young people in the formation of loyalty to the new phenomenon among Russian library professionals. Based on the studied processes, the article gives characteristics of graphic novels as a new segment of the Russian book market with its inherent features of positioning in the reader’s environment.
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Yang, Gene. "Graphic Novels in the Classroom." Language Arts 85, no. 3 (January 1, 2008): 185–92. http://dx.doi.org/10.58680/la20086181.
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Dallacqua, Ashley K. "Exploring Literary Devices in Graphic Novels." Language Arts 89, no. 6 (July 1, 2012): 365–78. http://dx.doi.org/10.58680/la201220325.
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This article explores the possibilities of graphic novels with young readers. During the 2009–2010 school year, while working with four fifth-grade students, the author examined the question In what ways do readers engage while reading a graphic novel? The fifth graders took part in book discussions and one-on-one interviews after reading two pre-selected graphic novels. Through data analysis, Dallacqua noticed a prominence of data focused around literary devices. The devices are not only present, but recognizable to students with no prompting. The author uses the voices of students to discuss the wide range of literary devices and their effect on students’ reading engagement with graphic novels. She also discusses the possibilities that graphic novels offer in introducing literary devices and scaffolding student learning into traditional, print-based literature. Ultimately, she concludes that graphic novels are a powerful medium that offers language arts teachers unlimited possibilities.
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Kim, Sayeong. "A Model and Case of English Literature Instruction Using Autobiographical Graphic Novels for Critical Multicultural Education." Korean Society for Teaching English Literature 26, no. 3 (December 31, 2022): 35–70. http://dx.doi.org/10.19068/jtel.2022.26.3.02.
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Critical multiculturalism has recently been accepted as a pedagogical framework, which emphasizes diversity and social justice as a way of realizing praxis on the issue of race, gender, sexual orientation, religion, disability, migration, refugee, and so on. This frame is in line with rising of autobiographical graphic novels consisting of two different modes, image and text, which sheds light on the marginalized population’s voices. Based on the close potential connection between critical multiculturalism and autobiographical graphic novels, this paper proposes an instruction model and case with autobiographical graphic novels representing a variety of themes for diversity and social justice in the multicultural era. In the first section of the main body, theoretical backgrounds and key concepts of critical multiculturalism will be introduced including intersectionality, identity, positionality. critical race theory, whiteness studies, (trans)languaging, and microaggression. In the second section, a theoretical framework of graphic novel instruction will be examined closely, where basic elements of graphic novels and the Expanded Four Resources Model (EFRM) will be examined. In the third section, the instructional practice of multicultural autobiographical graphic novels will be presented, using six graphic novels. In the conclusion, ethical and political implications and pedagogical strategies will be proposed, which instructors need to recognize for graphic novel instruction based on critical multiculturalism.
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Boatright, Michael D. "Graphic Journeys: Graphic Novels' Representations of Immigrant Experiences." Journal of Adolescent & Adult Literacy 53, no. 6 (March 2010): 468–76. http://dx.doi.org/10.1598/jaal.53.6.3.
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Becnel, Kim, and Robin A. Moeller. "Graphic Novels in the School Library: Questions of Cataloging, Classification, and Arrangem." KNOWLEDGE ORGANIZATION 49, no. 5 (2022): 316–28. http://dx.doi.org/10.5771/0943-7444-2022-5-316.
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In recent years, many school librarians have been scrambling to build and expand their graphic novel collections to meet the large and growing demand for these materials. For the purposes of this study, the term graphic novels refers to volumes in which the content is provided through sequential art, including fiction, nonfiction, and biographical material. As the library field has not yet arrived at a set of best practices or guidelines for institutions working to classify and catalog graphic novels, this study seeks to record the ways in which school librarians are handling these materials as well as issues and questions at the forefront of their minds. A survey of school librarians in the United States revealed that almost all of them collect fiction and nonfiction graphic novels, while 67% collect manga. Most respondents indicated that they are partly or solely responsible for the cataloging and classification decisions made in their media centers. For classification purposes, most have elected to create separate graphic novel collections to house their fictional graphic novels. Some include nonfiction graphic novels in this section, while others create a nonfiction graphic novel collection nearby or shelve nonfiction graphic novels with other items that deal with similar subject matter. Many school librarians express uncertainty about how best to catalog and classify longer series, adapted classics, superhero stories, and the increasing number and variety of inventive titles that defy categorization. They also struggle with inconsistent vendor records and past practices and suffer from a lack of full confidence in their knowledge of how to best classify and catalog graphic novels so that they are both searchable in the library catalog and easily accessible on the shelves.
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Willingham, Tiara, Greer Wright, Christine A. Draper, and Michelle Reidel. "Preservice Teachers' Perceptions and Knowledge of Graphic Novels in the Content Areas." Georgia Journal of Literacy 37, no. 2 (October 30, 2014): 27–34. http://dx.doi.org/10.56887/galiteracy.60.
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This article describes a qualitative study conducted to introduce preservice teachers to graphic novels which are often considered 'unconventional' reading materials. The study addressed specific questions to gain better understanding of preservice teachers' perceptions and knowledge of graphic novels, as well as how graphic novels can be used as classroom resources in each content area. There were fifteen preservice teachers involved in the study. Findings reveal that overall preservice teachers in this study believed that graphic novels were a beneficial resource to engage students in content material, and using them as a resource can foster meaningful learning in all content areas.
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Schneider, Edward Francis. "A Survey of Graphic Novel Collection and Use in American Public Libraries." Evidence Based Library and Information Practice 9, no. 3 (September 6, 2014): 68. http://dx.doi.org/10.18438/b83s44.
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Abstract
Objective – The objective of this study was to survey American public libraries about their collection and use of graphic novels and compare their use to similar data collected about video games.
Methods – Public libraries were identified and contacted electronically for participation through an open US government database of public library systems. The libraries contacted were asked to participate voluntarily.
Results – The results indicated that both graphic novels and video games have become a common part of library collections, and both media can have high levels of impact on circulation. Results indicated that while almost all libraries surveyed had some graphic novels in their collections, those serving larger populations were much more likely to use graphic novels in patron outreach. Similarly, video game collection was also more commonly found in libraries serving larger populations. Results also showed that young readers were the primary users of graphic novels.
Conclusion – Responses provided a clear indicator that graphic novels are a near-ubiquitous part of public libraries today. The results on readership bolster the concept of graphic novels as a gateway to adult literacy. The results also highlight differences between larger and smaller libraries in terms of resource allocations towards new media. The patron demographics associated with comics show that library cooperation could be a potential marketing tool for comic book companies.
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Panferova, Olga Yu, and Elena L. Mzhelskaya. "Graphic Novels in the Repertoire of Modern Russian Publishers." Tekst. Kniga. Knigoizdanie, no. 24 (2020): 156–72. http://dx.doi.org/10.17223/23062061/24/8.
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The article summarizes the practice of Russian publishers in the formation of the repertoire of graphic novels. In the modern world, visual perception of information is becoming an increasingly common way of obtaining and processing information. Graphic novels are forming an important part of contemporary culture in general and literature in particular, occupying a larger niche in the contemporary literary market. Publishers are trying to meet the needs of readers and include more and more series with graphic novels in their repertoire. The most successful projects in the publishing houses Bubble, Jellyfish Jam, Zodiac, 42!, Komil’fo, AST, specializing in graphic novels, are analyzed. The expansion of this book segment is continuous and quite fast. Summarizing the repertoire policy of Russian publishers, it can be asserted that graphic novels come to play an increasingly important role in modern society and in the modern book market, and they will be equal in importance to classical book editions in the future. Every year the number of graphic novels by Russian authors in the book market is growing. The repertoire of Russian publishers engaged in the production of graphic novels is quite diverse. Specialized publishers pay more attention to the projects produced, due to which there are fewer errors in the production of graphic novels in these publishers. The number of publications produced per year in specialized publishing houses is small, compared with large universal publishers. Projects of specialized publishers are more carefully selected, are often original or little-known in Russia. Each project of graphic novels by foreign authors is unique for a certain publishing house, and is not released in other publishing houses. The spread of circulations in specialized publishing houses is quite wide and often depends on the features of the project, the author’s fame, the features of the publication, as well as the niche of the publishing house. Large universal publishers mainly focus on graphic novels of widespread popularity, as a rule, within the Marvel, DC universes. All publishers considered in the study have a clear principle of development of their repertoire; in specialized publishers, the selection of projects is much more thoughtful, and each project is given more attention.
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Karmakar, Debasish. "Disability and COVID-19: Representation and Resilience in Graphic Novels." Integrated Journal for Research in Arts and Humanities 3, no. 4 (July 21, 2023): 55–58. http://dx.doi.org/10.55544/ijrah.3.4.7.
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The COVID-19 pandemic has presented unique challenges for individuals with disabilities, and graphic novels have emerged as a powerful medium for representing and exploring these experiences. Historically, disabled individuals have been underrepresented and depicted in stereotypical ways, but graphic novels have challenged these narratives by offering authentic portrayals that humanize disabled characters. In the context of COVID-19, graphic novels provide a platform to address the intersectionality of disability and the pandemic, highlighting issues such as limited healthcare access, social isolation, and the impact of public health policies. These novels also explore themes of resilience, adaptation, and the triumph of the human spirit, showcasing disabled characters overcoming obstacles and utilizing their strengths and capabilities. Moreover, graphic novels have the potential to raise awareness, challenge stereotypes, and foster empathy and understanding among readers. By amplifying the voices of disabled creators, these novels contribute to a more inclusive literary landscape, challenging traditional narratives that have marginalized disabled individuals. Overall, graphic novels offer a unique opportunity to represent the experiences of disabled individuals during the COVID-19 pandemic, promoting social change and advocating for a more compassionate and equitable society.
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Wyatt, Neal, and Anne Behler. "Getting Started with Graphic Novels." Reference & User Services Quarterly 46, no. 2 (December 1, 2006): 16–21. http://dx.doi.org/10.5860/rusq.46n2.16.
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Hoover, Steven. "The Case for Graphic Novels." Comminfolit 5, no. 2 (2012): 174. http://dx.doi.org/10.15760/comminfolit.2012.5.2.111.
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Mclaughlin, Jeff. "Deep thinking in graphic novels." Philosophers' Magazine, no. 60 (2013): 44–50. http://dx.doi.org/10.5840/tpm20136015.
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Baetens, Jan. "Graphic Novels: Literature without Text?" English Language Notes 46, no. 2 (September 1, 2008): 77–88. http://dx.doi.org/10.1215/00138282-46.2.77.
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Chaney, Michael A. "Autobiographical Graphic “Novels” of Childhood." a/b: Auto/Biography Studies 32, no. 2 (April 25, 2017): 297–301. http://dx.doi.org/10.1080/08989575.2017.1289031.
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Schwarz, Gretchen. "Expanding Literacies through Graphic Novels." English Journal 95, no. 6 (July 1, 2006): 58. http://dx.doi.org/10.2307/30046629.
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Basal, Ahmet, Talat Aytan, and Ibrahim Demir. "Teaching Vocabulary with Graphic Novels." English Language Teaching 9, no. 9 (August 4, 2016): 95. http://dx.doi.org/10.5539/elt.v9n9p95.
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<p>Mastery of idiomatic expressions by foreign language learners is often equated with the fluency of native speakers of that language. However, learning these idiomatic expressions is one of the significant problems experienced by learners. The present quasi-experimental study conducted over four weeks in the ELT department of a Turkish university aims to investigate the effectiveness of teaching idioms via graphic novels compared to teaching them via traditional activities. The most frequent and useful forty figurative idioms from the Michigan Academic English Spoken Corpus (MICASE) were used in a script and the script was converted to a graphic novel with the use of a computer software. The results revealed that participants in the experimental group who had learned idioms through the graphic novel performed significantly better on the post-test, indicating the efficiency of the graphic novel in vocabulary teaching. The study also offers recommendations for the use of graphic novels in the teaching of vocabulary.</p>
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Hansen, Kathryn Strong. "In Defense of Graphic Novels." English Journal 102, no. 2 (November 1, 2012): 57–63. http://dx.doi.org/10.58680/ej201221805.
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Schwarz, Gretchen. "Expanding Literacies through Graphic Novels." English Journal 95, no. 6 (July 1, 2006): 58–64. http://dx.doi.org/10.58680/ej20065009.
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Gretchen Schwarz offers a rationale, based on the need for current students to learn multiple literacies, for the use of graphic novels in the high school English class. She highlights several titles, suggests possible classroom strategies, and discusses some of the obstacles teachers may face in adding graphic novels to their curriculum.
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Aldahash, Reema, and Sultan Altalhab. "The Effect of Graphic Novels on EFL Learners’ Reading Comprehension." International Journal of Applied Linguistics and English Literature 9, no. 5 (September 30, 2020): 19. http://dx.doi.org/10.7575/aiac.ijalel.v.9n.5p.19.
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Saudi EFL learners struggle to read English and encounter obstacles that prevent improvement. Recently, graphic novels were introduced as alternative teaching and learning materials in academic settings. Nevertheless, research in this area remains limited. Therefore, this study examines the effect of reading a graphic novel on reading comprehension and investigates the perceptions of EFL teachers and students regarding the deployment of graphic novels in their classrooms. Sixty-six intermediate school students were divided into experimental and control groups. After the reading sessions, both groups completed reading comprehension tests. Results revealed that reading graphic novels positively affects reading comprehension as the experimental group achieved superior results to the control group. Both EFL teachers and students believe that graphic novels help in improving reading skills. The study concludes by discussing related implications.
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Clark, J. Spencer. "Teaching Historical Agency: Explicitly Connecting Past and Present with Graphic Novels." Social Studies Research and Practice 9, no. 3 (November 1, 2014): 66–80. http://dx.doi.org/10.1108/ssrp-03-2014-b0005.
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The use of six non-fiction graphic novels to teach historical agency in a social studies methods course was examined in a critical action research study. Pre-service social studies teachers were asked to read one graphic novel and to discuss it with classmates, first in literature circles, then as a whole class. Data revealed graphic novels engaged pre-service teachers in thinking about historical agency, and helped them make connections between historical agency and their own agency. There were three overlapping ways pre-service teachers connected to historical agency in all six graphic novels: upbringing and personal experience, unpredictability of historical situations, and injustice. The findings highlight the value of graphic novels for teaching about historical agency in social studies courses because of their focus on historical agents’ positionality.
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허선민 and 서영미. "Becoming Critical Readers of Graphic Novels: Bringing Graphic Novels Into Korean Elementary Literacy Lessons." English Teaching 70, no. 1 (March 2015): 123–49. http://dx.doi.org/10.15858/engtea.70.1.201503.123.
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Carter, James Bucky. "Transforming English with Graphic Novels: Moving toward Our “Optimus Prime”." English Journal 97, no. 2 (November 1, 2007): 49–53. http://dx.doi.org/10.58680/ej20076246.
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James Bucky Carter argues for the transformative potential of graphic novels in the English classroom. He advises teachers to be actively aware of the newer and lesser-known graphic novels and suggests approaches for examining the complex social issues the novels address.
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Higginbotham, Jo Ann, Laura Anderson, and Shane Brown. "Perspectives from Local Media Specialists and ELA Instructors on Graphic Novels in the Middle Grades Curriculum." Study & Scrutiny: Research on Young Adult Literature 5, no. 2 (July 1, 2022): 120–37. http://dx.doi.org/10.15763/issn.2376-5275.2022.5.2.120-137.
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Given the notion that graphic novels have the potential for instruction, this study examines the questions: In what ways do local media specialists and English Language Arts (ELA) instructors use them in their classrooms or other educational settings? If instructors use graphic novels, how do their students respond to them? Have they experienced criticisms concerning the use of graphic novels as texts worthy of analysis and exploration in the classroom? Finally, what is the connection between research and the use of graphic novels in the classroom? In this qualitative study, the authors examined 14 responses from media specialists and ELA instructors working in schools in southeastern Tennessee. Additionally, they reviewed literature related to each of these questions.
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Huq, ATM Sajedul. "Using Graphic Novels to Teach English Majors in Bangladeshi Universities." Crossings: A Journal of English Studies 4 (August 1, 2014): 37–51. http://dx.doi.org/10.59817/cjes.v4i.337.
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The paper examines the existing misconceptions about graphic novels and explains how this medium of art can be used to teach graduate students majoring in English Literature. Graphic novels can be a great aid for students who ate pursuing degrees in English, yet struggling with language acquisition. The lack of vocabulary is one stumbling block which can be averted by the illustrations of a graphic novel that both exemplify the context and contextualize the narrative. The inclusion of graphic novels in syllabi across the globe, the paper argues, can be replicated in our local universities.
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Fenty, Nicole S., and Melissa Brydon. "Using Graphic Novels to Engage Students With Learning Disabilities During Fluency Instruction." Intervention in School and Clinic 55, no. 5 (December 11, 2019): 278–85. http://dx.doi.org/10.1177/1053451219881749.
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Strong oral reading fluency skills are an important indication of good reading. In addition, reading engagement is often correlated with reading success. Unfortunately, students with learning disabilities (LD) often struggle to read fluently and engage with text. Incorporating graphic novels as part of a comprehensive reading program may help support student engagement with text during reading fluency instruction. This article outlines how teachers can use graphic novels as part of a comprehensive reading program to help engage students with LD in reading during fluency instruction. A brief summary of the literature surrounding comprehensive fluency instruction and the use of graphic novels is provided. In addition, a scenario is provided to illustrate guidelines for fluency planning and instruction using graphic novels. Finally, conclusions are summarized.
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Staudacher, Diana. "„Mit Worten malen und mit Bildern schreiben …“." PADUA 16, no. 4 (September 2021): 241–47. http://dx.doi.org/10.1024/1861-6186/a000636.
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Zusammenfassung. „Bildergeschichten“ des Krankheitserlebens bringen weit mehr zum Ausdruck als traditionelles Edukationsmaterial: Erlebtes und Gedachtes, Gefühltes und Gefürchtetes, Erwünschtes und Erhofftes. Dank mündlicher Rede und einfacher Sprache sind Graphic Novels leicht zu verstehen. Wer die Geschichten liest, wird „in sie hineingezogen“ und verbindet sie mit eigenen Erfahrungen. Welches Potenzial bieten Graphic Novels für die Patientenedukation? Welche Zielgruppe sprechen sie primär an? Und wo liegen die Grenzen, die es beim Einsatz von Graphic Novels zu beachten gilt?
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Brooks, Melanie C., Kelly Deits Cutler, Fida Sanjakdar, and Daniel D. Liou. "Teaching Jihad: Developing Religious Literacy through Graphic Novels." Religions 11, no. 11 (November 20, 2020): 622. http://dx.doi.org/10.3390/rel11110622.
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This study examined the representations of jihad in graphic novels to ascertain how its depictions may inform the development of religious literacy in secondary classrooms. Hegemonic constructions of jihad in the West are commonly reduced to false binaries that shape non-Muslims’ extant beliefs and perceptions of Islam and Muslims. This raises concerns about the ways in which societal expectations shape knowledge formation in schools. Accordingly, this critical content analysis explored the depiction of jihad in three graphic novel memoirs, an increasingly popular medium of instruction in secondary classrooms. Our analysis identified three forms of jihad conveyed through the graphic novels, specifically: jihad for education, jihad for gender justice, and jihad for identity. These representations provide robust counternarratives and suggest the value of teaching religious concepts through graphic novels as a way to develop deeper understandings and counter misinformation. The article concludes with six recommendations for educators to consider when teaching religious content through contemporary graphic novels.
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Mylchenko, Larуsa, and Larуsa Tatarinova. "Features of perception of the visual book. Comics. Manga. Graphic novel." Вісник Книжкової палати, no. 12 (December 17, 2020): 10–15. http://dx.doi.org/10.36273/2076-9555.2020.12(293).10-15.
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The article examines aspects of the development of the visual book, in particular the graphic novel, as the newest synthetic art form, which combines the visual and the verbal. The exploration is devoted to the analysis of the evolution of the graphic novel: from a simple comic book form to a meaningful novel, from a series of drawings to a recognized literary genre. The popularity of the graphic novel continues to grow. Its place in the artistic coordinate system and its significance for the culture of the beginning of the XXI century are studied. The newest kind of synthetic art shows good dynamics of development and aspires to take the place among literary works. Modern graphic novel addresses serious issues, constantly improving the form and content. The article analyzes the artistic features of the graphic novel and its national differences. Despite the peculiarities of graphic novels in the United States, Western Europe, Japan, and Ukraine, there has been a clear convergence of publication formats in recent decades, although each of the works, such as manga, BD, or Ukrainian painting, depicts its national hero. The recognition of graphic novels as a separate art form was facilitated by the nominations and awards of prestigious literary prizes. Despite considerable criticism, art critics have acknowledged that "graphics are becoming a new power tool for storytelling". Graphic novels are becoming increasingly important in the field of publishing. A separate place for a visual work of literature has appeared on the shelves of bookstores. Traditional bookstores and libraries offer a wider selection of graphic novels. Sales of graphic novels are growing.